# data[].attributes.body
Dear Team,
For our  Team Learning Event, I selected Robert Gagné’s Nine Events of Instruction, the instructional concept that can be used in each class.

1. Gain attention

2. Inform learners of objectives

3. Stimulate recall of prior learning

4. Present the content

5. Provide “learning guidance.”

6. Elicit performance (practice)

7. Provide feedback

8. Assess performance

9. Enhance retention and transfer to the job

Please use this Padlet with instructions and links to gather more information about this instructional concept and get ready to share your ideas with the Team.

Thank you very much for your support,

# data[].attributes.headline
Robert Gagné, the author of the book The Conditions of Learning, observed a sequence of events that follow an organized classroom teaching process that shares the behaviorist approach to learning, focusing on the outcomes or behaviors of instruction or training. Each of the nine events of instruction is based on an information processing model of the cognitive events that occur when learners are presented with various stimuli. 

# data[].attributes.subject
Robert Gagné, the author of the book The Conditions of Learning, observed a sequence of events that follow an organized classroom teaching process that shares the behaviorist approach to learning, focusing on the outcomes or behaviors of instruction or training. Each of the nine events of instruction is based on an information processing model of the cognitive events that occur when learners are presented with various stimuli. 

# data[].attributes.body
Please, watch the linked video to find out more about Nine Events of Instructions.
Connect one moment from the video with your experience either as a learner or a teacher, which worked well. Then, please, describe and justify it.

# data[].attributes.attachment_link.title
Robert Gagné: The Conditions of Learning

# data[].attributes.body
University of Florida

# data[].attributes.attachment_link.readable_text
Overview

Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. Keeping these stages in mind as you plan for a class session or online module can give your lesson plans a strong foundation.

Application

The following information includes an explanation of each of the nine events as well as examples of how an instructor may apply the Nine Events of Instruction in the development and instruction of a course.

Gain attention: Obtain students' attention so that they will watch and listen while the instructor presents the learning content.

Utilize ice breaker activities, current news and events, case studies, YouTube videos, and so on. The object is to quickly grab student attention and interest in the topic.

Utilize tools such as clickers and surveys to ask leading questions prior to lecture, survey opinion, or gain a response to a controversial question.

In online and hybrid courses, use the discussion board for current news and events, to discuss a controversial topic, or to comment on media.

Inform learners of objectives: Allow students to organize their thoughts and prioritize their attention regarding what they are about to learn and do.

Include learning objectives in lecture slides, the syllabus, and in instructions for activities, projects, papers, and so on.

In online and hybrid courses, include learning objectives in introductory course materials, module pages, lecture slides, and the syllabus, as well as in instructions for activities, projects, papers, and so on.

Stimulate recall of prior learning: Encourage students to build on previous knowledge or skills.

Recall events from previous lectures, integrate results of activities into the current topic, and/or relate previous information to the current topic.

In online and hybrid courses, provide discussion board forums as part of "gaining attention" with a focus on relating the previous topic to the current topic.

Present the content: Show and explain the material you want students to learn.

Utilize a variety of methods including lecture, readings, activities, projects, multimedia, and others.

Present or post content via a learning management system to allow students to access the materials outside of course meeting times.

In face to face courses, integrate the use of clickers to keep student attention during content presentation.

In online and hybrid courses, integrate the use of interactive tools like discussion boards, wikis, blogs, and polls.

Provide "learning guidance": Provide students with instructions on how to learn, such as guided activities or common pitfalls. With learning guidance, the rate of learning increases because students are less likely to lose time or become frustrated by basing performance on incorrect facts or poorly understood concepts.

Include detailed information such as rubrics for projects and activities. Provide expectations, instructions, and timelines.

Elicit performance (practice): Allow students to apply knowledge and skills learned.

Encourage students to apply what they are learning in group or individual projects and activities, written assignments, lab practicals, and so on.

Scaffold high-stakes assessments with smaller activities so students can practice and receive feedback before turning in something for a larger grade.

Provide feedback: Give students feedback on individualized tasks, thereby correcting isolated problems rather than having little idea of where problems and inconsistencies in learning are occurring.

Provide detailed feedback on assignments showing students what was done correctly, what must be improved, and include explanations. Utilize rubrics when possible. Give formative feedback on smaller assignments as well as summative feedback on larger assessments.

Utilize tools such as Turnitin or change tracking in a word processor to quickly give feedback to large audiences.

Provide feedback to discussion boards in online courses.

Utilize peer-evaluation and self-evaluation or self-assessment methods.

Assess performance: Help students identify content areas they have not mastered.

Utilize a variety of assessment methods including exams/quizzes, written assignments, projects, and so on. Utilize rubrics when grading activities that are not standard exam and quiz questions.

Ensure that students have practiced and received feedback prior to high-stakes assessments.

Enhance retention and transfer to the job: Prepare students to apply information to personal contexts. This increases retention by personalizing information.

Provide opportunities for students to relate course work to their personal experiences when designing essays and projects.

Provide opportunities for discussion in small groups or using a discussion board.

Allow students to reflect on what they have learned and how they will use that knowledge or those skills in the future.

Have students create a reference for their future selves that summarizes what they have learned.

References and Additional Resources

Further Exploration

# data[].attributes.attachment_link.description
Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning.

# data[].attributes.body
Berkeley Lab

# data[].attributes.attachment_link.readable_text
Robert Gagne is an educational psychologist who provides some very practical guidance for designing instruction that is relevant to instruction we prove here at the Lab. The following is applicable to designing instruction at the Lab as it serves as a basic frammework and reminder of good practices that enhance learning.

STEP 1: Gain Learner's attention: This is sometimes called priming. In some cases this is referred to as providing an "ice breaker" but it's more than that. The purpose is to increase motivation to learn by showing how the training provides practical value. It's important to remember that in many cases students are not attending training because they want to , but rather because thy have to fulfill a requirement. With this as the starting point, you want to turn the tide so that students se value and interest in the learning that will occur.

How?

Explain how the training can be applied in day-to-day work (relevance).

Showing how training is relevant and meaningful establishes motivation to learn and is a basic premise of adult learning.

How will the newly acquired skill improve worker's position, ability (save time, improve efficiency, improve safety?)

Provide a problem to solve to stir interest.

For example "Here is a person about to climb onto a roof using this ladder. What are three things they should do before climbing to be safe?" As the instructor you could guide this process and then tie it into the training to serve as an introduction. This puts the learner in the position of contributing which increases motivation.

STEP 2: Explain the objectives
Learning objectives are used by instructional designers to clarify what specifically the learner will be able to do as a result of completing the training. However, they also serve as a way to help students organize their thoughts and cue their attention on the goals of the course. However, you don't need to use formal learning objectives ("You will be able to evaluate the effectiveness of shielding through visual examination"). Instead you can use less formal language or form the objective as a question. For example, you could rephrase the previous by stating "What are ways you can evaluate the effectiveness of shielding before performing your experiment"). The use of questions can help stimulate thinking and set up expectations for learning.

Marzano (1998, p.94) reported an effect size of 0.97 (which indicates that achievement can be raised by 34 percentile points) when goal specification is used. When students have some control over the learning outcomes, there is an effect size of 1.21 (39 percentile points). This suggest another point of interest which is allowing participants to choose what objectives to focus on. This sets relevance and involvement. For example "Here are five objectives for this training, which three do you think are the most important to your working safely, and we'll focus on those."

STEP 3: Stimulate recall of prior (related) knowledge:
Stimulating prior learning and relating this to the new content helps facilitate learning. Comparing and contrasting with existing knowledge helps encode new information as it connects new information with existing mental schema stored in memory. This is a cognitive strategy having to do with information processing and encoding. One method is to use scaffolding which is a way to build/develop understanding incrementally.

Relate new topic to existing understanding of same/similar concept (What learner's already know)

Add more details (flesh it out) as a way to deepen understanding

Allow learners to perform, or solve problems on their own (discrimination)

Provide guidance

Slowly remove your support so learner can perform independently

It is also helpful to encourage note taking or to use visual maps. This process of note taking has an overall effect of .99, indicating a percentile gain of 34 points. Use of visual maps (connecting concepts) has a 39% percentile gain in achievement (Marzano, 1998). If you think about this yourself, when you take notes you are actively relating the new information to your existing knowledge as a sense-making activity. As the instructor you need to remember to pace instruction so that students are rushed but have time to make connections.

Step 4: Present the material
Sequence and chunk the information to avoid cognitive overload. Sequencing is a difficult process of providing a scaffolded approach to learning (they need to know this before this, before this). It is commonly a challenge, but it is also an editing exercise with the aim of "Less is more" especially when you are presenting new content, or when having to learn how to do something differently that someone has been doing for a long time. Provide feedback often, and guage student understanding by introducing short knowledge checks, or asking questions. You want to validate understanding at each step (don't assume) in order to determine the correct pace for teaching / learning.

Step 6: Provide guidance
Modeling is key. You should model how to perform a task (skill demonstration), how to solve problems and how perform functions or operations. Modeling is a highly efficient and effective method for teaching and is often overlooked especially with the onset of power point driven instructional paths. This includes "talking outy loud" to explain your thinking as you demonstrate. Modeling eliminates any false assumptions learners may have about how to do something, which reduces frustration that can result when learners practice or attempt to solve something based on poorly understood concepts.

Example:
Instead of explaining and showing pictures (using power point) for how to inspect a multi meter, or a radiological survey instrument, simply show and model the process using the actual instruments. We often fall into patterns of using power point out of convenience, when more times than not it interferes with the end goal of instruction. Arranging the learning environment to align to this type of instruction is easy to do and once started you begin to value this approach, and at the same time students become more involved (real performance is better than mental approximations, or visual representations).

Step 6: Elicit performance
Let learners practice the newly acquired skill. This doesn't mean asking multiple choice questions that abstract or approximate decisions. Better is to provide actual situations (even if scenarios) that help the learner position the learning into the context of real work. This can be to practice problem solving, practice performance tasks, and of course hands-on tasks or procedures. Often this is positioned at the end of instruction as a measure to asses learning, but should be positioned as part of the upfront instructional activities. There is no reason to expect that a person will be able to perform a hands-on assessment when only provided lecture instruction. It is a misalignment of expectation, and practice is best positioned as part of instruction.

It is also important to provide immediate feedback as corrective measures to steer learning and allow person to fine tune. Feedback should be supportive and encouraging throughout. The idea overall is simple and common sense. Practice and supportive feedback is an efficient way to develop new skills and knowledge and the instructor is well positioned to guide practice.

Step 7: Provide Feedback:
This is something that should be ongoing; not just performed at the end of training. Feedback should be specific, not just "you are doing a good job." Explain why they performed well. Provide specific suggestion to improve "You did a great job of inspecting the harness and donning your gear. The only thing to keep in mind is to perform a few stretches to make sure the fit is still good. Then readjust the harness. Take your time with stretches. A good fit is being able to...."
they are doing a good job and/or provide specific guidance."

Step 8: Assess Performance:
At this point you have been providing feedback and evaluating understanding throughout the instruction so you now consider providing summative evaluation as a way to tie everything together. Assessment should tie to objectives and be suited to the types of outcomes go here for example.

Step 9: Enhance transfer
his should probably be part of step 6 where you assess overall learning. The idea here is to relate the instruction and performance to the person's actual day-to-day work. You want to build a bridge between the classroom instruction and its application in the field. You won't achieve a perfect alignment or match because work varies between the participants in training, but you can promote transfer by representing work situations in the instruction and in the assessment.

Example:
Have a person explain a chemical process they perform involving a reaction. Then have them characterize the waste, write a waste label and choose an appropriate container for storing the waste.

Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart & Winston.

# data[].attributes.attachment_link.description
Robert Gagne is an educational psychologist who provides some very practical guidance for designing instruction that is relevant to instruction we prove here at the Lab. The following is applicable to designing instruction at the Lab as it serves as a basic frammework and reminder of good practices that enhance learning.

# data[].attributes.body
Gagne's believed that the application of nine events of instruction lead to improvement of learning conditions including the following five categories:

Verbal information : reciting something from memory

Intellectual skills

Discrimination : recognizing that two classes of things differ

Concrete concept : classifying things by their physical features alone

Defined concept : classifying things by their abstract (and possibly physical) features

Rule : applying a simple procedure to solve a problem or accomplish a task

Higher-order rule : applying a complex procedure (or multiple simple procedures) to solve a problem or accomplish a task

Cognitive strategies : inventing or selecting a particular mental process to solve a problem or accomplish a task

Attitudes : choosing to behave in a way that reflects a newly-acquired value or belief

Motor skills : performing a physical task to some specified standard

(Viginia Tech).

Based on the information from the video and the recommended websites (reading), please prepare concrete examples of how you would effectively implement the nine events of instruction in our Arabic curriculum.
There will be several questions for discussion. Some questions are already developed as probing questions, and we will elicit some questions based on our conversation.

# data[].attributes.body
Please use the three links below to find more about how some Universities use nine events of instruction.
Link number 1: Northern Illinois University

# data[].attributes.attachment_link.readable_text
5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources available. In other words, help students learn how to learn.

The following are examples of methods for providing learning guidance:

Provide instructional support as needed - i.e. scaffolding that can be removed slowly as the student learns and masters the task or content

Model varied learning strategies - e.g. mnemonics, concept mapping, role playing, visualizing

Use examples and non-examples - examples help students see what to do, while non-examples help students see what not to do

Provide case studies, visual images, analogies, and metaphors - Case studies provide real world application, visual images assist in making visual associations, and analogies and metaphors use familiar content to help students connect with new concepts

# data[].attributes.attachment_link.title
Gagne's Nine Events of Instruction | Center for Innovative Teaching and Learning | Northern Illinois University

# data[].attributes.attachment_link.description
In 1965, Robert Gagné proposed a series of events that are associated with and address the mental conditions for learning.

# data[].attributes.body
Please post your additional questions, suggestions, ideas, and comments.
Thank you,

# data[].attributes.headline
Group 1: Read the following cut and answer the pertaining question 

# data[].attributes.subject
Group 1: Read the following cut and answer the pertaining question 